US Government 1302 Flashcards
What was the meaning (understanding) of freedom by African Americans? p.565
ES.OFS. ENIS .PL,SF.DAE
African-Americans’ understanding of freedom was shaped by their experiences as slaves and their observation of the free society around them. To begin with, freedom meant escaping the numerous injustices of slavery—punishment by the lash, the separation of families, denial of access to education, the sexual exploitation of black women by their owners—and sharing in the rights and opportunities of American citizens
What were the distinctive qualities of American culture as described in the
Frederick Jackson Turner’s lecture, “The Significance of the Frontier in American History?” p.628 The Transformation of the West
IF.Pd.EM
In 1893, the historian Frederick Jackson Turner gave a celebrated lecture, “The Significance of the Frontier in American History,” in which he argued that on the western frontier, the distinctive qualities of American culture were forged: individual freedom, political democracy, and economic mobility.
IF.P.EM
How does your textbook define “liberty of contract?” Glossary p.A-68
JC.COL.RLC.VEF.EE
A judicial concept of the late nineteenth and early twentieth centuries whereby the courts overturned laws regulating labor conditions as violations of the economic freedom of both employers and employees.
How did the North and the South reconcile their differences going into the 20th century? p.687 “Republic or Empire?”
PEL,GovtCF.RiGHtsC
D.A.RE TIF.
Yet the questions central to nineteenth-century debates over freedom—the relationship between political and economic liberty, the role of government in creating the conditions of freedom, and the definition of those entitled to enjoy the rights of citizens—had not been permanently answered. Nor had the dilemma of how to reconcile America’s role as an empire with traditional ideas of freedom been resolved. These were the challenges bequeathed by the nineteenth century to the first generation of the twentieth.
Who was the last ruler of Hawaii? Picture p.679
Queen Liliuokalani, the last ruler of Hawaii before it was annexed by the United States.
What was the message in the speech delivered by Booker T. Washington at the Atlanta Cotton Exposition known as the “Atlanta Compromise?” Who influenced him to think this way? Pp.661-662
Booker T. Washington’s widely praised speech, titled the “Atlanta Compromise,” at the Atlanta Cotton Exposition that urged blacks to adjust to segregation and abandon agitation for civil and political rights. Born a slave in 1856, Washington had studied as a young man at Hampton Institute, Virginia. He adopted the outlook of Hampton’s founder, General Samuel Armstrong, who emphasized that obtaining farms or skilled jobs was far more important to African-Americans emerging from slavery than the rights of citizenship. Washington put this view into practice when he became head of Tuskegee Institute in Alabama, a center for vocational education (education focused on training for a job rather than broad learning).
Define “New South” as proposed by Atlanta Constitution editor,
Henry W. Grady. Glossary p.A-73
D.I.U.N
editor Henry W. Grady’s 1886 term for the prosperous post–Civil War South he envisioned: democratic, industrial, urban, and free of nostalgia for the defeated plantation South
What were the political concerns of the North and South represented by a political cartoon? p.652 The People’s Party
In an 1891 cartoon from a Texas Populist newspaper, northern and southern Civil War veterans clasp hands across the “bloody chasm” (a phrase first used by the New York editor Horace Greeley during his campaign for president in 1872). Beneath each figure is an explanation of why voting alignments have previously been based on sectionalism—the North fears “rebel” rule, the white South “Negro supremacy.”
How does your textbook describe the “Wild West?” p.641
Myth, Reality, and the Wild West
It has been imagined as a place of individual freedom and unbridled opportunity for those dissatisfied with their lives in the East and as a future empire that would dominate the continent and the world. Even as farms, mines, and cities spread over the landscape in the post–Civil War years, a new image of the West began to circulate—the Wild West, a lawless place ruled by cowboys and Indians (two groups by this time vastly outnumbered by other westerners), and marked by gunfights, cattle drives, and stagecoach robberies.
How was the Dawes Act used to affect Native American life (tribalism)? p.638
Remaking Indian Life
The Act broke up the land of nearly all tribes into small parcels to be distributed to Indian families, with the remainder auctioned off to white purchasers. Indians who accepted the farms and “adopted the habits of civilized life” would become full-fledged American citizens. The policy proved to be a disaster, leading to the loss of much tribal land and the erosion of Indian cultural traditions. In the half century after the passage of the Dawes Act, Indians lost 86 million of the 138 million acres of land in their possession in 1887. Overall, according to one estimate, between 1776 and today, via the “right of discovery,” treaties, executive orders, court decisions, and outright theft, the United States has acquired over 1.5 billion acres of land from Native Americans
What were the goals/objectives of the Freedmen’s Bureau agents? p.571
The Freedmen’s Bureau
Bureau agents were supposed to establish schools, provide aid to the poor and aged, settle disputes between whites and blacks and among the freedpeople, and secure for former slaves and white Unionists equal treatment before the courts.
S.A.SD.C
What were the motivations driving the “thirst for learning” in the Black community? p.567 Church and School
The thirst for learning sprang from many sources—a desire to read the Bible, the need to prepare for the economic marketplace, and the opportunity, which arose in 1867, to take part in politics.
B.EM.P
How did the independent Black church play a part in the Black community? (hint: know the denominations and the functions the church served). Pp.566-567
Church and School
On the eve of the Civil War, 42,000 black Methodists worshiped in biracial South Carolina churches; by the end of Reconstruction, only 600 remained. The rise of the independent black church, with Methodists and Baptists commanding the largest followings, redrew the religious map of the South. As the major institution independent of white control, the church played a central role in the black community. A place of worship, it also housed schools, social events, and political gatherings. Black ministers came to play a major role in politics.
How did Black women see their role after having “withdrawn” from field labor and work as house servants (planters’ complaint)? p.566
Families in Freedom
Immediately after the Civil War, planters complained that freedwomen had “withdrawn” from field labor and work as house servants. Many black women preferred to devote more time to their families than had been possible under slavery, and men considered it a badge of honor to see their wives remain at home. Eventually, the dire poverty of the black community would compel a far higher proportion of black women than white women to go to work for wages.
What was the meaning (understanding) of freedom by African Americans? p.565
African-Americans’ understanding of freedom was shaped by their experiences as slaves and their observation of the free society around them. To begin with, freedom meant escaping the numerous injustices of slavery—punishment by the lash, the separation of families, denial of access to education, the sexual exploitation of black women by their owners—and sharing in the rights and opportunities of American citizens
